MOE Key Laboratory of Population Health Across Life Cycle, Department of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, 81Th Meishan Road, Hefei, 230601, Anhui Province, People's Republic of China.
Department of Psychology, Anhui Medical College, 632Th Furong Road, Hefei, 230601, Anhui Province, People's Republic of China.
BMC Public Health. 2023 Jul 31;23(1):1459. doi: 10.1186/s12889-023-16326-y.
Exposure to persistent bullying victimization across multiple periods results in a high risk of worse consequences. Although amples studies support the association between bullying victimization and symptoms of anxiety and depression, whether mental health literacy can serve as a moderator on this relationship remains unknown. Therefore, the aim of this study was to examine the patterns of bullying victimization across the life course, and disentangle the moderating effect of mental health literacy between bullying victimization patterns and symptoms of anxiety and depression in Chinese college students.
A total of 4036 college students were enrolled by cluster sampling from November 2020 to January 2021. Bullying victimization, mental health literacy, and symptoms of anxiety and depression were measured by self-report validated questionnaires. A latent class analysis was applied to identify bullying patterns. The PROCESS program was conducted to analyze whether mental health literacy moderates the link between bullying victimization patterns and symptoms of anxiety and depression.
Three latent patterns of bullying victimization were identified as follows: persistent bullying pattern (6.2%), moderate bullying pattern (10.5%), and low bullying pattern (83.3%). Logisitic regression analysis of anxiety and depressive symptoms indicated that compared with low bullying pattern, persistent bullying pattern had the highest risk. Specifically, mental health literacy moderated the association between bullying victimization pattern and anxiety symptoms (B = -0.039, P < 0.05).
It is important for practitioners to examine bullying victimization across the life course concurrently rather than a single period in isolation. Interventions and research should enhance mental health literacy to improve the mental health in college students with a history of bullying victimization.
经历多个时期的持续欺凌受害会导致更严重后果的风险增加。尽管有大量研究支持欺凌受害与焦虑和抑郁症状之间的关联，但心理健康素养是否可以作为这种关系的调节因素尚不清楚。因此，本研究旨在考察一生中的欺凌受害模式，并厘清心理健康素养在欺凌受害模式与中国大学生焦虑和抑郁症状之间的调节作用。
采用整群抽样方法，于 2020 年 11 月至 2021 年 1 月期间共招募了 4036 名大学生。采用自我报告的经过验证的问卷测量欺凌受害、心理健康素养和焦虑与抑郁症状。采用潜在类别分析来识别欺凌模式。采用 PROCESS 程序分析心理健康素养是否调节欺凌受害模式与焦虑和抑郁症状之间的关系。
确定了三种欺凌受害的潜在模式：持续欺凌模式（6.2%）、中度欺凌模式（10.5%）和低度欺凌模式（83.3%）。对焦虑和抑郁症状的逻辑回归分析表明，与低度欺凌模式相比，持续欺凌模式的风险最高。具体而言，心理健康素养调节了欺凌受害模式与焦虑症状之间的关联（B=-0.039，P<0.05）。
从业者同时检查一生中的欺凌受害情况而非孤立地检查单一时期的情况很重要。干预措施和研究应增强心理健康素养，以改善有欺凌受害史的大学生的心理健康。
